| 3,136 | 29 | 427 |
| 下载次数 | 被引频次 | 阅读次数 |
发展学生数学高阶思维，落实核心素养的重要途径之一就是培养学生的问题提出能力。然而，在课堂上让学生提出问题，对师生双方来说都是挑战。本文基于问题提出的相关文献，结合课题组已构建的初中生数学高阶思维内涵框架，形成分析框架，对两位老师的四节课进行了分析。分析结果发现，“问题提出”策略能够促进学生高阶思维的发生，但整体上学生的问题提出能力还有很大的提升空间。教师在设计和实施的过程中，也需要多方面的精心安排与考虑。
Abstract：Engaging students in mathematical problem-posing activities is one of the most important ways to develop students' higher-order mathematical reasoning, a key competence for individuals. However, problem-posing activities present obstacles for both teachers and students. We analyzed the problem-posing activities in middle school mathematics classrooms based on the framework of higher-order thinking derived from prior and pertinent research. Our findings from the four lessons show that “problem-posing” strategies can help students build higher-order thinking skills. However, students should be trained to pose high-quality problems, and teachers also need to carefully design problem-posing tasks.
[1] 中华人民共和国教育部.义务教育课程方案(2022年版)[S].北京：北京师范大学出版社，2022:4.
[2] 杨向东.核心素养与我国基础教育课程改革的深化[J].上海课程教学研究，2016(2):3-7.
[3] Newman,F.Higher Order Thinking in Teaching Social Studies:A Rationale for the Assessment of Classroom Thoughtfulness [J].Journal of Curriculum Studies,1990(1):41-56.
[4] Resnick,L.B.Education and Learning to Think [M].Washington,D.C.:National Academy Press,1987.
[5] 胡军，詹艺，严丽.面向初中数学课堂的高阶思维内涵框架构建[J].课程·教材·教法，2022(3):106-114
[6][16] 聂必凯.对数学问题的构成及提出的探讨[J].贵州师范大学学报(自然科学版),2001(1):60-63.
[7] Stoyanova,E.& Ellerton,N.F.A Framework for Research into Students' Problem Posing in School Mathematics[A].Clarkson,P.C.(Ed.).Technology in Mathematics Education[C].Melbourne:Mathematics Education Research Group of Australasia,1996:518-525.
[8] Silver,E.A.& Cai,J.Assessing Students' Mathematical Problem Posing [J].Teaching Children Mathematics,2005(3),129-135.
[9] Silver,E.A.Problem-posing Research in Mathematics Education:Looking Back,Looking Around,and Looking Ahead [J].Educational Studies in Mathematics,2013(1):157-162.
[10] 钟志贤.促进学习者高阶思维发展的教学设计假设[J].电化教育研究，2004(12):21-28.
[11] Australian Education Council & Curriculum Corporation (Australia).A National Statement on Mathematics for Australian Schools:A Joint Project of the States,Territories and the Commonwealth of Australia/Initiated by the Australian Education Council [M].Carlton,VIC:Curriculum Corporation for the Australian Education Council,1991:39.
[12] 中华人民共和国教育部.义务教育数学课程标准(2022年版)[S].北京：北京师范大学出版社，2022:87.
[13] Bonntto,C.& Santo,L.D.On the Relationship between Problem Posing,Problem Solving,and Creativity in the Primary School[A].Singer,M.,Ellerton,N.F.,& Cai,J.(Eds.).Mathematical Problem Posing:From Research to Effective Practice[C].New York,NY:Springer,2015:103-124.
[14][20] 王嵘，蔡金法.问题提出：从课程设计到课堂实践[J].课程·教材·教法，2020(1):90-96.
[15][28][30] 李怀军，张维忠.问题提出融入课堂教学的困境与突破[J].课程·教材·教法，2020(11):92-98.
[17] 张玲，宋乃庆，蔡金法.问题提出：基本蕴涵与教育价值[J].中国电化教育，2019(12):31-39.
[18] Silver,E.A.On Mathematical Problem Posing [J].For the Learning of Mathematics,1994(1):19-28.
[19] 蔡金法.姚一玲.数学“问题提出”教学的理论基础和实践研究[J].数学教育学报.2019(8):42-47.
[21] 茹寒雁.初中生基于情境的数学问题提出能力及其影响因素研究[D].上海：上海师范大学，2021.
[22] 杨莎莎.数学问题提出能力的研究[D].上海：华东师范大学，2018.
[23] Chistou,C.,Mousoulides,N.,Pittalis,M.,et al.An Empirical Taxonomy of Problem Posing Processes [J].ZDM,2005(3):149-158.
[24] 张玲，宋乃庆，蔡金法.问题提出中数学交流的模式构建与案例解析[J].数学教育学报，2019(4):37-41.
[25] Lowrie,T.Young Children Posing Problems:The Influence of Teacher Intervention on the Type of Problems Children Pose [J].Mathematics Education Research Journal,2022(2):87-98.
[26] Pittalis,M.,Christou,C.,Mousoulides,N.,et al.A Structural Model for Problem Posing:Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education[C].Bergen:Bergen University College,2004:49-56.
[27] 于文华.美国数学问题提出：是非与评述[J].数学教育学报，2018(2):24-28.
[29] 安桂清.国际比较视野下的课例研究：背景、现状与启示[J].教师教育研究，2014(2):83-89.
[31] 夏小刚，吕传汉，汪秉彝.基于“提出问题”的数学教学实验研究[J].西南大学学报(自然科学版),2008(2):155-160.
[32] 李荣，吕传汉.“数学情境与提出问题”教学模式对缓解贵州初中生数学焦虑的探究[J].数学教育学报，2004(4):88-89.
基本信息:
中图分类号:G633.6
引用信息:
[1]胡军,金莺莲,詹艺.促进数学高阶思维发展的学生问题提出：来自课例研究的启示[J].全球教育展望,2023,52(05):49-62.
基金信息:
全国教育科学“十三五”规划2020年度教育部重点课题“基于证据的数学高阶思维培养的行动研究”(项目编号：DHA200321)的阶段成果
2023-05-10
2023-05-10